There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region.
... 更多显示 To collect and synthesize the insights about what actually works to improve learning and other education outcomes, this paper conducts a systematic review and meta-analysis of 29 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply-side of the education sector are generally much more adept at improving learning outcomes. In addition, interventions that provide different actors with resources and those that incentivize behavioral changes show moderate but statistically significant impacts on student learning. A mix of input- and incentive-oriented interventions tailored to the specific conditions on the ground appears most promising for fostering education outcomes in South Asia.
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The development objective of the Education Sector Support Project for Mozambique is to improve access to and, quality and equity of education. The additional financing (AF) will cover the costs associated with scaling up activities to enhance the impact of a well-performing project while introducing the following innovative elements: (i) strategic changes in the design of the operation supporting transformational impacts on enhancing service delivery; and (ii) disbursement linked indicators to strengthen the focus on results and address issues related to sector efficiency.
... 更多显示 The following changes will be introduced: (a) streamline project components to reflect increased focus on key issues that hamper improvements in learning outcomes especially during the earlier years of primary education; (b) revise the results framework to reflect the above changes in components; (c) introduce a results-based modality for the disbursement of part of the global partnership for education (GPE) grant; and (d) extend the project closing date to December 31, 2018.
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Tertiary education refers to all postsecondary education, including but not limited to universities. Although universities are a key part of all tertiary education systems, in recent years a diverse and growing set of public and private tertiary institutions in every country—colleges, technical training institutes, community colleges, nursing schools, research laboratories, centers of excellence, distance learning centers, and many more—form a network of institutions that prepare students for application of knowledge at an advanced level.
... 更多显示 These networks are critical for economic growth and poverty reduction. However, despite rapid growth intertiary education around the world, many challenges remain, including in expanding and promotingequitable access, improving learning achievement, fostering educational quality for relevance, strengthening knowledge generation and technology transfer, and encouraging desired values, behaviors, and attitudes, among others.
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With the exception of parents, few individuals exert as much influence on children’s future as do their teachers. In today’s world, teachers are no longer just a source of information and knowledge.
... 更多显示 The role of teachers today is to equip students to seek, analyze, and effectively useinformation, so that children and youth develop the competencies — critical thinking, problem solving, and team work—needed for healthy and productive engagement in society and economy. But many education systems worldwide, especially in less developed regions, are still failing the grade in preparing, supporting, and managing their teachers as professionals.
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There is an indisputable link between learning outcomes and economic growth. From preschool to university to technical and vocational programs, education matters for human development and future employment.
... 更多显示 Swift changes in technology, for example, have shifted the focus of a well-educated worker in the 21st century from the qualifications needed for doing a ‘lifetime’ job to the skills needed to do specific tasks in jobs that are constantly changing. This is especially relevant for young people entering the workforce. Approximately 75 million young people in the developing world are unemployed, and youth unemployment rates are 2 to 4 times as high as those of adults in most countries. To be productive and employable members of society, their education must equip them with relevant market skills that blend knowledge and technical knowhow with soft and hard skills. Employers want workers who have technical expertise, communication skills, can work collaboratively in teams and know how to analyze problems by thinking critically.
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In many countries today, primary and secondary school enrolment rates are the same for boys andgirls. Two-thirds of all countries have reached gender parity in primary enrolment.
... 更多显示 Globally, however, 62 million girls between the age of six and 15 are not in school, and girls continue to lag substantially behind boys in secondary completion rates. Across the African continent alone, itis estimated that 28 million girls will never even set foot in a classroom. Girls’ education is a strategic development priority. Better educated women tend to be healthier than uneducated women,participate more in the formal labor market, earn more income, have fewer children, and provide better health care and education to their children. All these factors combined can, in the long run, help lift households out of poverty. Education empowers voice and agency. Educated women develop skills and knowledge that allow them to make free and informed decisions and claim their rights. Low educational attainment, for example, is among the many compounding factors underlying gender-based violence.
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Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world economy. The World Bank Group (WBG) is playing an important role in assisting countries in taking advantage of the opportunities in information and communications technologies (ICTs) to contribute to education goals and poverty reduction strategies.
... 更多显示 With globalization, the information revolution, and increasing demands for a highly skilled work force, it is clear that nations must accord high priority to building the capacity to effectively utilize technology in education. The WBG recognizes the critical importance of effectively utilizing ICTs. Indeed, the vast majority of active WBG education projects contain an ICTs component. Support for ICTs in education includes assistance for equipment and facilities; teacher training and support; capacity building; educational content; distance learning; digital literacy; policy development; monitoring and evaluation; and media outreach. The use of ICTs in education offers a clear promise for accelerating learning, and, given the much wider use of ICTs in the workplace, a person’s facility for using technology is fast becoming a basic competency.
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This paper presents evidence on intergenerational educational and occupational mobility in rural China over a period of 14 years (1988–2002). To understand whether the estimated inter-generational persistence can be driven solely by unobserved heterogeneity, biprobit sensitivity analysis and heteroskedasticity-based identification are implemented.
... 更多显示 The empirical results show that there have been dramatic improvements in occupational mobility from agriculture to nonfarm occupations; a farmer’s children are not any more likely to become farmers in 2002, although there was significant persistence in occupation choices in 1988. In contrast, the intergenerational mobility in educational attainment has remained largely unchanged for daughters, and it has deteriorated significantly for sons. There is strong evidence of a causal effect of parental education on a son’s schooling in 2002. The paper provides some possible explanations for the dramatic divergence between occupational and educational mobility in rural China from 1988 to 2002.
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Ratings for the Managing Higher Education for Relevance and Efficiency Project for Indonesia were as follows: outcomes were moderately satisfactory, the risk to development outcome was significant, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory.
... 更多显示 Some lessons learned included: if legislation is essential to the achievement of reform objectives, it also essential to have a risk assessment plan that outlines what measures could be taken if the legislation is not passed. ME planning should also begin early in project preparation, even during the analytic phases of sector work to establish what trend data is available as potentially useful as indicators. The indicators chosen for measuring achievement of PDOs, as is often the case, presented difficulty in attributing outcomes to project interventions, although arguments in terms of plausibility can still be made. No control groups were used or attempted. In such situations, which are common for complex projects, it is useful to assemble baseline trend data prior to the project interventions, as opposed to a single data point at the start of the project, such as GPA or time to first job. Also, it is important to assess the capacity of the country to measure important variables. Then resources needed to bolster this capacity could be included in the project. In addition, procurement can play a major role in developing an ME system. The lack of procurement capacity delayed the implementation of the tracer survey, which is a critical element in higher education.
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The development objective of the Higher Education Quality Improvement (HEI) Project for India is to improve student outcomes especially of disadvantaged groups in selected higher education institutions and to increase the effectiveness of the higher education system in Madhya Pradesh.
... 更多显示 There are three components to the project, the first component being grants support to HEIs. The grants provided under this component will also reinforce the system reforms under the project, e.g. (i) increased autonomy and accountability, and will help re-define the relationship between Department of Higher Education, or DHE and government colleges; and, (ii) pursuing National Assessment and Accreditation Council, or NAAC accreditation to benchmark quality, and (iii) a basis for seeking additional resources for quality improvement from national and state governments. The second component is the State Level Initiatives. This component supports strategic interventions to be undertaken by the state to (a) improve the system of financial support through scholarships to disadvantaged and meritorious students, (b) upgrade qualifications and skills of new and existing faculty members, (c) establish a state institute of HE training and research, and (d) extend technical assistance for strategic planning and seeking NAAC accreditation to all government HEIs. Finally, the third component is the Improving system management. The main objective of this component is to provide technical assistance to the DHE, the State Higher Education Council, or SHEC, the Project Directorate, or PD and the HEIs to strengthen their implementation capacity and sector governance and management.
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The development objective of the Higher Education Project for Tajikistan is to develop mechanisms that improve and monitor the quality and labor market relevance of higher education.
... 更多显示 The project comprises of three components. The first component, institutional-level improvements consists of following two sub-components: (i) just-in-time grants to re- and up-skill workforce; and (ii) competitive grant program for universities. The second component, system-level interventions consists of following three sub-components: (i) quality assurance enhancements; (ii) system-wide higher education curriculum reform; and (iii) assessment of higher education financing. The third component will support project management, communication, training, monitoring and evaluation, operating costs, and the project’s audits.
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Human capital refers to a broad range of knowledge, skills, and capabilities that are needed for life and work and that are typically build through quality education.
... 更多显示 Countries that fail to invest consistently in education often do not experience robust economic growth because investments in physical infrastructure, such as dams, roads, and airports as well as developments in other economic sectors such as banking or information technology, are often constrained and yield low returns in the absence of an adequately educated work force. Human capital development is critical for setting Tanzania on a trajectory toward middle income status, a target it wants to reach by the year 2025. It is projected that a significant share of Tanzanias economic growth over the coming decades will be concentrated in occupations that require citizens with postsecondary training and skills, as is already the case in middle-income countries. Hence the pressure and the challenge to close systemic gaps and inefficiencies that hamper the education system in the country.
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